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Unit 4 Reading Difficulties. Prepared by: Cicilia Evi GradDiplSc ., M. Psi . Definition. There’s no clear agreement! “Reading Wars” Skills approach emphasizes the skills needed to convert print into language
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Unit 4Reading Difficulties Prepared by: CiciliaEviGradDiplSc., M. Psi
Definition • There’s no clear agreement! • “Reading Wars” • Skills approach emphasizes the skills needed to convert print into language • Meaning-emphasis approach emphasis on getting meaning from print, using variety of clues: pictures, etc. • Read p. 363-364
Reading Elements • Decoding mechanical aspect of converting print to spoken language • Comprehending ability to understand written or oral language • Goal of reading for the reader to gain information, knowledge, pleasure, or other higher-order benefits from reading (Snow, et al., 1998)
Reading Elements (2) • 1960 – 2000s whole-language approach • Stronger emphasis on the semantic and syntactic aspect of reading • With print-rich environment • Today primary component of reading is decoding and comprehending • R = D x C
Reading Elements (3) • Subelements needed • Decoding knowing letters, direction of reading, and how to blend sounds together • Comprehending store the sentence long enough that they can operate on it, attention skills and cognitive strategies
Problems • Phonology • Decoding • Fluency • Comprehension
Problems with Phonology • Unable to manipulate phonemes • Deficits in phonemic awareness ability to segment words into sounds and blend sounds into words • Sometimes, children use analogies to learn how to read needed phonemic awareness and basic decoding skills
Problem with Decoding • Using common phrase • Using first letter as a cue • Sometimes, can read the whole phrase or sentence correctly! • Systematic and intensive instruction needed in the early grades to reduce occurrence of decoding problems • Read p. 370
Problems with Fluency • When student can’t read effortlessly and smoothly • When a student is able to decode print effortlessly it is called automatic • Fluency refers to smooth and effortless decoding, reading that sounds like talking
Problems with Comprehension • As the result of problems with ether decoding, more general language abilities, or both • Syntax grammatical structure of language might get the wrong ideas of the passage, even if he can read it smoothly • Semantics meaning of language unable to understand the passage • Use inefficient strategies wrong answers • Make mistakes when naming pictures with long name
Problems with Comprehension (2) • World knowledge affects reading comprehension • Gist comprehension ability to understand the theme of narratives • May focus on irrelevant parts of the passage
Assessments • Screening • Teachers are valuable! • Diagnosing problems • Diagnostic testing finer info than screening • Informal Reading Inventories series of reading passages or word lists graded in order of difficulties • Clinical teaching informal, based on specific experiences with the individuals
Assessments (2) • Monitoring Student Progress allow teachers to make changes if needed • Reading Program Assessments corrective reading, p. 380 • Curriculum-Based Measurement table 12.3, p. 381
Prevention • Alphabet principle the idea that symbols represent sounds and that the order of sounds follows the sequence of letters in words • Five generalized competencies: • Fluency • World knowledge • Flexible strategy use • Motivation • Continued reading
Prevention (2) • Teaching Phonemic Awareness • To beginning readers • Segmenting, blending and similar skills • Teaching Phonics • Teaching other aspects of early reading • Explicit and systematic • Feedback
Intervention • Historical • Fernald • Hegge-Kirk-Kirk • Orton – Gillingham • Contemporary • Reading Recovery • Corrective Reading Program • Computer – assisted Instruction
Intervention (2) • Instructional Tactics • Fluency enhancement • Peer-mediated Instruction • Reciprocal Teaching • Comprehension Strategies